Curriculum Web Guide : What Does It Mean To Be Irish?
1) Aim: Students will investigate the history and culture of Ireland and construct an itinerary of a virtual trip to Ireland.
2) Rationale: This curriculum web will guide students on a quest for knowledge about the land and people of Ireland. Students will share ideas, engage in hands-on activities, and explore resources pertaining to Ireland. Living in A Global Village, it is imperative that students learn how others live, think, and react. The earth is a global village, and each of us is quickly affected by events, styles, disasters, and ideas from far away. Old barriers of mountains and oceans are disappearing because of the internet and airplanes. It is important to help students learn about and value the diversity in the world around them. Fortunate is the student who has the opportunity to interact with people who speak different languages, who eat different foods, who espouse different religious beliefs, and whose skins are different colors. Students will come to appreciate the fascinating differences between people in the world while learning that people are much the same. The hope is that this quest will help create a multicultural community in the classroom as students learn and share different languages, customs, and celebrations.
3) Learner Description: This curriculum plan is designed for 11th grade students who have studied both American and European History.
4) Prerequisites: Students should have a basic knowledge of American and European History. Students should be able to conduct online research and create a power point presentation.
5) Subject Matter Description: History, Geography, Religious Studies, Foreign Language, Fine Arts.
6) Learning Objectives:
Standards: Social Studies
Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standards: The Arts Standard 4: Understanding the Cultural Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
Technology Standards: 1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues. 2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students:b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.d. contribute to project teams to produce original works or solve problems.
3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
7) Instructional Plan: Students will chose a specific role of a prominent figure (or group) in Irish history and will explore the historical, cultural, and religious roots of this person (or group) in Irish history. Students will compile research data on the chosen Irish figure and report on the time period and contributions of said figure to both Irish and world culture. Students will interpret and evaluate the influence and contribution of said figure of Irish history to both the American and world community.
8) Plan for Evaluation: Students will demonstrate knowledge of and appreciation for the contributions of Ireland and the Irish people by creating a group presentation (oral power point, and multimedia) of the four "roles" or characters from Irish history and discussing the influence each has had upon both Irish culture, American culture, and the world community at large. Assessment will be based on the validity of the research (cited and supported) and the connections made between this research and contemporary world events and cultural traditions. Students will be evaluated as to the accuracy of the historican data and the demonstrated relevance of their research to the contemporary world view of what it means "to be Irish".
--- Feedback: Sorry if this doesn't belong here, I wasn't sure where else to put it.
Interesting topic! I think this activity could be opened up a little more by giving students creative freedom in regards to their presentation. For example, they can create mini movies in Windows Movie Makers, a comic book in the POV of the influential character, etc.
I like your idea for the Windows Movie and have incorporated it into my learner activity. Thanks.
A good resource for students and research tool for Geography is Google Maps. Once you download Google Maps, you can apply "layers" onto the globe which can give you information about locations. Maps about Ireland's history can be found here:
1) Aim: Students will investigate the history and culture of Ireland and construct an itinerary of a virtual trip to Ireland.
2) Rationale: This curriculum web will guide students on a quest for knowledge about the land and people of Ireland. Students will share ideas, engage in hands-on activities, and explore resources pertaining to Ireland. Living in A Global Village, it is imperative that students learn how others live, think, and react. The earth is a global village, and each of us is quickly affected by events, styles, disasters, and ideas from far away. Old barriers of mountains and oceans are disappearing because of the internet and airplanes. It is important to help students learn about and value the diversity in the world around them. Fortunate is the student who has the opportunity to interact with people who speak different languages, who eat different foods, who espouse different religious beliefs, and whose skins are different colors. Students will come to appreciate the fascinating differences between people in the world while learning that people are much the same. The hope is that this quest will help create a multicultural community in the classroom as students learn and share different languages, customs, and celebrations.
3) Learner Description: This curriculum plan is designed for 11th grade students who have studied both American and European History.
4) Prerequisites: Students should have a basic knowledge of American and European History. Students should be able to conduct online research and create a power point presentation.
5) Subject Matter Description: History, Geography, Religious Studies, Foreign Language, Fine Arts.
6) Learning Objectives:
Standards: Social Studies
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standards: The Arts
Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
Technology Standards:
1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students:b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.d. contribute to project teams to produce original works or solve problems.
3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
7) Instructional Plan: Students will chose a specific role of a prominent figure (or group) in Irish history and will explore the historical, cultural, and religious roots of this person (or group) in Irish history. Students will compile research data on the chosen Irish figure and report on the time period and contributions of said figure to both Irish and world culture. Students will interpret and evaluate the influence and contribution of said figure of Irish history to both the American and world community.
8) Plan for Evaluation: Students will demonstrate knowledge of and appreciation for the contributions of Ireland and the Irish people by creating a group presentation (oral power point, and multimedia) of the four "roles" or characters from Irish history and discussing the influence each has had upon both Irish culture, American culture, and the world community at large. Assessment will be based on the validity of the research (cited and supported) and the connections made between this research and contemporary world events and cultural traditions. Students will be evaluated as to the accuracy of the historican data and the demonstrated relevance of their research to the contemporary world view of what it means "to be Irish".
---
Feedback:
Sorry if this doesn't belong here, I wasn't sure where else to put it.
Interesting topic! I think this activity could be opened up a little more by giving students creative freedom in regards to their presentation. For example, they can create mini movies in Windows Movie Makers, a comic book in the POV of the influential character, etc.
I like your idea for the Windows Movie and have incorporated it into my learner activity. Thanks.
A good resource for students and research tool for Geography is Google Maps. Once you download Google Maps, you can apply "layers" onto the globe which can give you information about locations. Maps about Ireland's history can be found here:
http://www.google.com/Top/Regional/Europe/Ireland/Society_and_Culture/History/
Again, thanks. This is a great resource.
Are New York State Technology standards required?
Yes. I neglected to include them, but will rectify this ommision. Thanks
Great start! This has potential to be an engaging curriculum web. :-)
- Lindsey V